Health and Human Performance
Interactive On-Line Case Study Curriculum: Extending traditional classroom lectures with web-based Flash Animation for the critical analysis of current issues relating to sport, recreation and leisure management
Education and Behavioral Science
The purpose of the current proposal is to create an innovative method for analysis and diagnosis of critical issues facing the sport, recreation, and leisure industry. The proposal to integrate an interactive web-based Macromedia Flash animated case study curriculum into the current pedagogical standards set forth in the Sport Management program will offer students real-time, issue-based, solution-driven, and critical decision-making experience. The proposed web-based curriculum will include six core modules from which students may select a variety of topics to complement classroom instruction.
A Critical Thinking and Reflecting Learning Module for EXL/SL Courses
Education & Behavioral Science
THE PURPOSE OF THIS MEMORANDUM IS TO PROVIDE A REPORT OF A PROJECT I COMPLETED THIS YEAR. DURING THE SPRING 2006 SEMESTER I RECEIVED 3 HOURS OF REASSIGNED TIME TO DEVELOP AN ON LINE MODULE FOR STUDENTS ENTERING EXL COURSES. THE EXL TASK FORCE WANTED A MEANS BY WHICH BASIC KNOWLEDGE ABOUT CRITICAL THINKING AND REFLECTIVE LEARNING COULD BE PROVIDED FOR STUDENTS WHO HAD NOT SUCCESSFULLY COMPLETED ENGLISH 1020 AT MTSU.
THE PROJECT CONSISTED OF THREE PRIMARY STEPS. THE FIRST INCLUDED DEVELOPING THE CONTENT OF THE MODULE. THERE IS AN ABUNDANCE OF INFORMATION ABOUT THE IMPORTANCE OF CRITICAL THINKING AND REFLECTIVE LEARNING; LESS ABOUT HOW TO TEACH THE CONCEPTS AND PRACTICE; AND EVEN LESS ABOUT PROVIDING SUCH INSTRUCTION ON LINE. THE PROCESS OF OBTAINING AND SYNTHESIZING THE INFORMATION LEAD TO THE CONTENT CURRENTLY INCLUDED IN THE MODULE.
THE SECOND STEP, AND THE MOST CHALLANGING, INVLOVED TAKING INFORMATION ABOUT TWO VERY QUALITATIVE PROCESSES AND FORMATTING THEM IN A WAY THAT COULD BE IMPLEMENTED ON LINE AND EVALUATED QUANTITATIVELY. THE MODULE CONSISTS OF AN INTRODUCTION AND SECTIONS THAT PROVIDE HISTORICAL INFORMATION, RESEARCH, AND APPLICATION OF CRITICAL THINKING AND REFLECTIVE LEARNING. EACH SECTION ENDS WITH A SERIES OF QUESTIONS. THE STUDENT MUST ANSWER 80% OF THESE QUESTIONS CORRECTLY BEFORE PROCEEDING TO THE NEXT SECTION. THE PROGRAM ALLOWS FOR RETAKING THE TESTING COMPONENT. UPON SUCCESSFUL COMPLETION, THE STUDENT'S NAME IS ENTERED IN A DATA BASE THAT IS ACCESSIBLE TO EXL FACULTY.
THE THIRD STEP INVOLVED THE LOGISITCS OF PUTTING THE MODULE ON LINE. THIS REQUIRED YOUR EXPERTISE AND INFINANT PATIENCE. I AM DEEPLY APPRECIATIVE OF BOTH. THE MODULE IS NOW ON LINE AND READY FOR LINKING TO THE EXL WEB SITE. I UNDERSTAND THIS MUST OCCUR FROM THE EXL END. MY HEARTFELT THANKS FOR THE OPPORTUNITY TO COMPLETE THIS PROJECT AND TO WORK WITH YOU.
Education and Behavioral Science
This project began the process of developing e-learning tools for use in a hybrid Master of Science in Health. Many HPERS faculty felt that the Masters of Science program was not suited for a traditional online degree; but felt that there were many opportunities in technology that could be of benefit to our program and our students. The ultimate goal of this project was to investigate the best delivery mechanisms that would combine the value of on campus delivery with those opportunities that online delivery can give and begin the process of converting the Master's of Science in Health to an Online/Hybrid option. It is my hope that the template developed during this semester would be the basic guide for this delivery method. While the ultimate goal of the project was not met, the short term goal was very successful.
The project involved designing a course template showing examples of pedagogical tools developed specific to this discipline. The course HLTH 6960 Health Dimensions was used as a pilot and the template was developed, shared with other faculty and presented at the ITD ShareFair. The template included a description of available mechanisms and their effectiveness in the subject area and detailed how the course could be designed to be taught using a combination of on ground and online class time (hybrid). Online tools such as online discussion boards, group projects, online testing and other traditional on-ground delivery mechanisms were modeled.
It was hoped that the first course taught through this method would be offered in Spring of 2005 as a pilot, but the department chair decided not to offer the redesigned course, due to the need for reassigning faculty resources to other areas. The template was presented and made available to other departmental faculty and several are using it in conjunction with their on-ground classes.